A recent idea shared by @_MissieBee has prompted me to share this. It links very closely to a brilliant idea where the class are given a whole class feedback slide or sheet to stick in their book which highlights good things done and common misconceptions. I shared a very similar idea previously and have updated it over the years. It is different to what was shared as it offers a regular, even daily, model which could fit into most, if not all, subjects which require recording in books.

One of the most frustrating things I (used to) deal with as a teacher was the amount of time marking takes. It really is one of the biggest causes of workload. The most tiresome aspect was writing the same comments in multiple books. Things such as “Don’t forget to line up your place value,” or “Check you use punctuation at the end of your speech,” or even “Name one impact of exercise on the body.” Yes – not only can this approach address misconceptions, but give a follow up challenge without either the teacher writing it 20-odd times or cutting it out and sticking it in multiple times. This Daily Whole Class Marking allows me mark a set of books within 30 minutes complete with personalised comments on misconceptions and challenges. It hones in on each child with the teacher only writing in two or three symbols into their book.

Some examples are here: Cinquain Poem Writing

Another one for Suspense Narrative writing:

Maths this time – with challenge questions:

And finally a Science:

The Idea

I would start straight away by emphasising that this is not my original idea. I came across the method in a series of excellent summer blog posts by @LearningSpy who referenced it to Joe Kirby’s blog! The idea is so simple – basically instead of writing comments that is expected by a teacher to praise what the child has done and give constructive steps on how to improve – you write down three symbols. Then, in the very next lesson (as this method allows you to mark books for the very next lesson with ease) children are given 5 mins to copy down the relevant feedback to those symbols. Typically I have numerous various comments that are used across a set of 30 books ranging from correcting common misconceptions to a gentle reminder to underline the date and LO. During this specific 5 mins at the start of the next lesson, I am then able take the time to target individual children I have made a note of to give some extra verbal feedback on what they’ve done and try to progress their understanding further. I personally have labelled this time ‘MAD Time’ (Make A Difference) but the concept is that the children write the personalised comments down, rather than the teacher.

Does it MAD?

Well, I have been using this method in my feedback approach for over three years now. There are issues:
1. It may be more challenging for Phase teachers younger in the school (particularly KS1) to adapt this. Possible, but more challenging
2. The first week is always the most ineffective as the children get used to the method of feedback and are given the opportunity to take responsibility for their learning. It does take focus from them and reminders on how to use the time best but each year I have done this, the most challenging learners I have had have seen the advantage of this and taken it on board.

Despite these potential barriers, there has been clear outcomes. These are listed below:

My workload has balanced

Before I would spend up to an hour, maybe more, marking a set of class books. After having written repetitive comments in books the children would then barely give them a second glance, despite my attempts at the start of each lesson to get them to read and initial the words painstakingly etched by me. This would become disheartening after time. Now, I find I am spending 20-30mins or so on the same number of books. This means I have more time to prepare engaging follow on lessons from the learning I’ve just assessed. We all know providing written feedback is a huge drain on time and whilst some schools may be moving away from written feedback reliance, many are still expecting this. This approach allows this still to be met, whilst freeing time for the teacher.

2. The feedback has improved

I am not afraid to admit it – after marking 20-23 books, my enthusiasm would deplete and my comments to the children in their books would become more and more generic and rushed. I suppose this is human nature (and why a wonderful piece of writing from a child might get more rushed toward the end!) Because of this technique, the level of personalised feedback is constant for the whole class, not just the children whose books are nearer the top of the pile! One big loss in the later books in my pile would be follow up questions. I would be less likely to write these in later books. Also, if I planned to stick in follow up challenges, I often forget to print these off and take them home. Once I have the books home, I have forgotten them and therefore no challenge question to push my learners further. This way, there will always be opportunity for follow up challenges.

3. The technique gets the children to take the feedback in

Now that the children are, in essence, writing comments on their own work they seem to take it in more. I have seen direct improvement on a child’s work from comments they have written. Would those improvements have been made if I had written them? Maybe, but it is less likely the child would have read them. This way, the feedback is certain to be acknowledged, even if then the child makes no effort to act on it.

We all know the frustration when we spend all this time writing comments then the children just turn the page without taking it in. This approach means the children have to at least read, write and respond to the feedback (in their purple pen) to indicate any difference to their learning.

4. It shows innovative practice which is centred on one thing – learning

This marking approach has been used under two senior leadership teams. Both of them have stated that they feel this is outstanding practice in feedback. The MAD Time was stated as an extremely good way of helping children make a difference in their learning and straight away set a precedent for that lesson that we were there to learn, and they would have the feedback yesterday to work on. The whole reason I have decided to use this is because it has an impact on the children’s learning. This can be seen in session, in the books and in the data. Learning is the centre of this approach.

5. FInally…the children GET it!

I did NOT expect this outcome! Quite honestly, I thought my class would hate it to begin with. However, now when I display the 8-10 comments they may find in their work, they actually get excited to see what they receive! Some even utter a ‘yesss’ when they know it’s MAD Time before they then find they have a ~) or a +) which they need to work on. Why? I don’t know. Maybe it’s because it’s a new idea and it’ll lose it’s freshness after a couple of weeks. Maybe it’s because they feel they are actually engaging in something they feel is new and a good way to improve their learning. They actually care that they understand why they’ve received certain feedback and what they can do to achieve that.

Will you try MAD Time in your teaching and learning? How do you get written and verbal feedback across to your class and are there any other ways that have been effective for you? Are you MAD?

Thought I would post a lesson idea as I haven’t for a while and this was the original reason why I begun this blog!

In Year 6 we have a wonderful new unit to dig our teeth into on Evolution and Inheritance. Of course, it isn’t new anymore – it’s been in the curriculum for 3 academic years now. However, it is one which I think a number of practitioners may still be getting the handle on how to introduce it or approach it. This was especially true in our context with a vast number of children who have strong religious views.

To introduce it recently, I turned to an idea that I had come across in my initial teacher training. Quite wisely, the Science Department of my initial teacher training provider recognised (in the academic year 2013-14) that the greatest thing they could give us was a grasp of the new curriculum being implemented in that next year. We had a ‘DohBugs’ activity where the children create a new species using the process of ‘natural selection’. Simply, the children pick two letters from a random selection of capital and lower case letters -> so for example they may pick AA, Aa or aa. This ‘genetic code’ then gives a specific characteristic. Here is mine below:

(I have the resources, including lesson plan, PPT, genetic code bank and letter slips freely available on request or on TES…for free!)

As we began with an interactive game (in which we almost experienced an apocalypse!), we led on to this DohBugs activity in our ‘genetics lab’ which the children really enjoyed.

What was also good was one of the children felt able to voice their concern over the conflict between what they were learning and their beliefs. What led on from that was a great opportunity to share a discussion about how the learning of the theory of evolution and in fact all things we learn in Science begin or began as theories. Some of them have been proven as scientific fact (i.e. the world is round because we have seen it) and others are still being researched and have evidence that may be starting to back up the theory.

Anyway, the lesson went very well. The children enjoyed the experience, learnt about the process of natural selection and were enthused to learn more about the theory of evolution and inheritance.